Educational Gamification from 1995 to 2020: A bibliometric analysis

The Effectiveness of Gamified Tools for Foreign Language Learning (FLL): A Systematic Review

“…Gamification is the use of game design elements in non-game contexts to promote expected behaviors [ 18 ]. Gamified learning, then, is defined as the use of game design elements for educational purposes [ 21 ]. Gamification is a well-acknowledged concept for boosting engagement, and it has been regarded as promising in both computer-assisted language learning (CALL) and mobile-assisted language learning (MALL).…”

“…The classification of game design elements has been subject to debate. Luo [ 21 ] categorized game elements into two groups: explicit game design elements and implicit game design elements. Explicit game design elements refer to the obvious game-like elements that people can see in commercial video games, such as points, badges, leaderboards, avatars, and virtual currencies.…”

“…Behavior engagement is the task engagement that people can observe based on users’ behaviors. Indicators of behavioral engagement include time on task, task completion, attendance, and activity participation [ 21 ]. Affective engagement is the task engagement linked to learners’ emotional reactions, such as anxiety and satisfaction [ 21 ].…”

“…In other words, in the field of gamification-supported foreign language learning (FLL), FLL researchers are not the mainstream. Accordingly, researchers criticized educational gamification products for being poorly integrated with pedagogical contents, and their educational benefits can hardly be ensured [ 19 , 21 ]. This suggests that there is a need for collaboration between FLL researchers and gamification experts to ensure that gamified tools are designed to effectively support language learning while incorporating appropriate pedagogical principles.…”

Gamification as a Resource in Education. A Bibliometric Analysis in Times of Pandemic

“…Currently, production in the educational field is such that there are multiple bibliometric studies on the use of gamification at different levels of education and social sciences in general. In this line, the works of Parra-González and Segura-Robles (2019) stood out, Swacha (2021), Schöbel et al (2021), Garrigós et al (2020), Chen et al (2021), Hallinger et al (2020), Bride et al (2021, Metwally et al (2021) and Behl et al (2022) and their studies on the use of gamification in face-to-face and online education; Bagher et al (2021) and their studies on gamification in higher education; Luo (2021) and his work on gamification in the last 25 years.…”